► This study is an investigation of the perceived attitudinal differences between administrators and faculty toward research and teaching at three Saudi Arabian universities, King Saud…
(more)

▼ This study is an investigation of the perceived attitudinal differences between administrators and faculty toward research and teaching at three Saudi Arabian universities, King Saud University (KSU), King Fahd University of Petroleum and Minerals (KFUPM), and the Islamic University (IU).
The researcher also investigated the effect of several variables, such as rank, university, and academic field on administrators and faculty members' attitudes toward teaching and research.
Little Attention has been given to studies that examine the differences between faculty and administrators with regard to their attitudes toward the priorities of teaching and research in Saudi Arabian institutions. Also, little research has been conducted regarding the effects of rank and academic field on faculty attitudes in Saudi Arabian institutions.
The author used a mail survey and collected 518 useable responses from a total of 710 questionnaires distributed. Factor analysis, MANCOVA, MANOVA, and ANOVA were the statistical methods employed in data analysis. Five attitudes were identified as a result of factor analysis: (a) attitudes toward teaching; (b) attitudes toward research; (c) mission; (d) promotion; and (e) interest. Results indicated that there was a significant difference between faculty and administrators regarding teaching and resea4rch. Administrators showed stronger attitudes toward teaching than faculty at all three universities. There were also significant differences regarding these attitudes in terms of rank, academic field, and university. Full professors had the strongest attitude toward a research emphasis compared to assistant professors. Assistant professors had the strongest teaching orientation. In addition, faculty members in the humanities had stronger teaching orientations preferences than did those in the natural and social sciences. Regarding the universities, faculty members at IU had the strongest teaching orientation preferences, whereas faculty members at KSU had the strongest research orientation preferences.
Advisors/Committee Members: Eddy, JohnP., Holcomb, Terry L., Newsom, Ronald W..

Alsouhibani, M. A. (2000). Attitudes toward Research and Teaching: Differences Between Faculty and Administrators at Three Saudi Arabian Universities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2482/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alsouhibani, Mohammed A. “Attitudes toward Research and Teaching: Differences Between Faculty and Administrators at Three Saudi Arabian Universities.” 2000. Thesis, University of North Texas. Accessed March 21, 2019.
https://digital.library.unt.edu/ark:/67531/metadc2482/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Alsouhibani MA. Attitudes toward Research and Teaching: Differences Between Faculty and Administrators at Three Saudi Arabian Universities. [Internet] [Thesis]. University of North Texas; 2000. [cited 2019 Mar 21].
Available from: https://digital.library.unt.edu/ark:/67531/metadc2482/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alsouhibani MA. Attitudes toward Research and Teaching: Differences Between Faculty and Administrators at Three Saudi Arabian Universities. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2482/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

2.
Lui, Cheuk-On.
Evaluation of a Master of Divinity Program in a Theological Seminary.

► The objective of this research project was to evaluate the effectiveness of the M.Div. program of Alliance Bible Seminary, Hong Kong. The research was designed…
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▼ The objective of this research project was to evaluate the effectiveness of the M.Div. program of Alliance Bible Seminary, Hong Kong. The research was designed for evaluation based solely upon the perceptions of the participant (graduate). The research identified and described the graduates enrolled, assessed perceived career development and attainment, and measured the degree of satisfaction experienced by the graduates who have matriculated from the degree program. A questionnaire was mailed to obtain the necessary data from the graduates of the M.Div. program of Alliance Bible Seminary. The questionnaire which was used was adapted from a previously used one used in the study of graduate educational programs. It has been tested in two other previous studies and was deemed effective. In order to verify its effectiveness in the Eastern context, a pilot test was conducted before the formal research, and the adapted questionnaire was found effective. Responses to the questionnaire were coded and the SPSS system was used to analyze the data. Tables and figures were constructed showing frequencies and significant differences where they occurred. Generally, the graduates at Alliance Bible Seminary were very satisfied with their educational experiences. Both males and females indicated that they would choose the same path again, and would recommend the program to others. The graduates were having full-time employment in the field of Christian ministry, and were positively attaining their career goals. The steps leading to the degree at Alliance Bible Seminary were perceived as very helpful and useful, not just the course work and independent reading, but also extre-curricular activities such as voluntary work on campus, Student Evangelistic Band, and interaction with faculty. Some aspects of the program need improvement and consolidation, such as freshmen advising in the majors, course work in the core, quality of instruction, varieties of course offered, and access to computing resources. A special concern should be made on spiritual formation activities. Over half of the respondents (55%) were not satisfied with this. This evaluation was the first of its kind in the history of the seminary. It emphasized the importance of keeping the institution responsive to the rapidly changing conditions of the society, especially in Hong Kong and China, where the focus of Christian ministry will be in the new century. Hopefully, this research project will kindle a series of research efforts that in the end will help the seminary creating an evaluation system within the institution, so that the institution is kept sensitive to the changing environment and can improve its programs accordingly.
Advisors/Committee Members: Eddy, JohnP., Thames, James H., Newsom, Ronald W..

Lui, C. (2000). Evaluation of a Master of Divinity Program in a Theological Seminary. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2711/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lui, Cheuk-On. “Evaluation of a Master of Divinity Program in a Theological Seminary.” 2000. Thesis, University of North Texas. Accessed March 21, 2019.
https://digital.library.unt.edu/ark:/67531/metadc2711/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lui, Cheuk-On. “Evaluation of a Master of Divinity Program in a Theological Seminary.” 2000. Web. 21 Mar 2019.

Vancouver:

Lui C. Evaluation of a Master of Divinity Program in a Theological Seminary. [Internet] [Thesis]. University of North Texas; 2000. [cited 2019 Mar 21].
Available from: https://digital.library.unt.edu/ark:/67531/metadc2711/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lui C. Evaluation of a Master of Divinity Program in a Theological Seminary. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2711/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

3.
Maher, Sheila.
Teachers' and Students' Perceptions of the Impact of Content Literacy Strategy Instruction on Teaching and Learning.

▼ Reading researchers agree that content literacy strategies are beneficial in helping students learn. However, teachers remain resistant to teaching the strategies. Additionally, many students, even at the college level, lack the learning strategies necessary to experience academic success. This study sought to gain a deeper understanding of the complexities of content literacy strategy instruction. The research questions that guided the study addressed the benefits, obstacles, and support and experiences needed to sustain the use of the strategies over time. Multiple data sources were used to investigate teachers' and students' perceptions of the research questions. The main benefit found was increased student understanding and learning of content; additional benefits included increased instructional repertoire, increased student engagement in class, and improved learner independence. Most of the obstacles documented in the literature were supported in the study; however, the obstacle of time was noted most frequently. Teacher confidence was observed by the researcher as an obstacle. The majority of participants indicated they would continue using the strategies learned during the study in the future. Students noted the support needed to sustain content literacy strategy use depended on teachers providing direct instruction, practice using the strategies, and personal success with the strategies. Teachers also identified practice and perseverance as critical to sustaining content literacy strategy instruction. The support teachers noted most frequently as important to successful implementation was collegial support - teachers helping teachers. Teacher meetings discussing the implementation process were viewed as critical to sustain effective content literacy strategy instruction. Additionally, quality teacher training, administrative support, and accountability were documented by teachers as important.
Advisors/Committee Members: Eddy, JohnP., Thames, James H., Newsom, Ronald W..

Maher, S. (2000). Teachers' and Students' Perceptions of the Impact of Content Literacy Strategy Instruction on Teaching and Learning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2709/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Maher, Sheila. “Teachers' and Students' Perceptions of the Impact of Content Literacy Strategy Instruction on Teaching and Learning.” 2000. Thesis, University of North Texas. Accessed March 21, 2019.
https://digital.library.unt.edu/ark:/67531/metadc2709/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Maher S. Teachers' and Students' Perceptions of the Impact of Content Literacy Strategy Instruction on Teaching and Learning. [Internet] [Thesis]. University of North Texas; 2000. [cited 2019 Mar 21].
Available from: https://digital.library.unt.edu/ark:/67531/metadc2709/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maher S. Teachers' and Students' Perceptions of the Impact of Content Literacy Strategy Instruction on Teaching and Learning. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2709/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► Howard G. Hendricks influenced generations of leaders in Christian education during the last half of the 20th century through the practical communication of his unique…
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▼ Howard G. Hendricks influenced generations of leaders in Christian education during the last half of the 20th century through the practical communication of his unique message and the personal nature of his teaching ministry. This study explored his life through interpretive biography, compared his message with current models of secular and religious education, and evaluated his ministry through case study research. Hendricks has contributed to the field of Christian higher education through the publication of several books and periodical articles, as well as film series, audiotapes, and videotapes. He has presented thousands of messages across America and in over 75 countries worldwide. Hendricks has spent his entire 50-year educational career at Dallas Theological Seminary, teaching in the classroom, mentoring his students, and modeling positive values of Christian leadership. Chapter 1 introduces the study, explains the purpose and significance of the project, and defines key terms. Chapter 2 describes the methodology employed for the study. Chapter 3 provides an interpretive biography of Hendricks, and chapter 4 compares the educational philosophy of Hendricks with secular and Christian models. Chapter 5 examines the ministry of Hendricks in a case study approach. Chapter 6 summarizes the study and offers conclusions and implications for future research.
Advisors/Committee Members: Eddy, JohnP., Keller, M. Jean, Newsom, Ronald W..

Lincoln, L. H. (2001). The message and ministry of Howard G. Hendricks in Christian higher education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2791/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lincoln LH. The message and ministry of Howard G. Hendricks in Christian higher education. [Thesis]. University of North Texas; 2001. Available from: https://digital.library.unt.edu/ark:/67531/metadc2791/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► Are there differences in leadership styles among occupational therapy clinic administrators and program directors in professional and technical education programs? This study investigated transformational and…
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▼ Are there differences in leadership styles among occupational therapy clinic administrators and program directors in professional and technical education programs? This study investigated transformational and transactional leadership behaviors and effectiveness as measured by the Multifactor Leadership Questionnaire (MLQ) Form 5x-Short behaviors and demographic characteristics of leaders and their organizations using a questionnaire designed by the researcher. MLQ Leader Forms were received from 50 clinic administrators randomly selected from the membership list of the Administration and Management Special Interest Section (AMSIS) of the American Occupational Therapy Association (AOTA), 56 professional program directors, and 41 technical program directors from accredited occupational therapy education programs in the United States, for a total of 147 leader respondents. Rater forms were received from 2 to 5 occupational therapy staff or faculty per leader and average scores calculated. More than 86% of leader respondents were female and white. Major findings indicate that administrative positions indifferent institutional contexts relate to leadership behaviors and effectiveness. Technical education program directors and clinic administrators scored higher on transformational behaviors and effectiveness than professional education program directors. Consistent with other research on leadership, the self-ratings of leaders were higher than ratings of subordinates. The data indicated statistically significant positive correlations between transformational leadership behaviors and perceived effectiveness, a frequent finding in the literature. With the exception of Contingent Reward (CR), all transactional behaviors had a negative correlation with effectiveness. No significant relationships were found between transformational behaviors and leader’s gender or ethnicity, but males scored higher than females on the transactional behavior Management by Exception-Passive (MEP) and Laissez-Faire (LF). Some transformational behaviors were related to the leader’s age and years of experience in academia, but relationships were not linear. Highest level of education was related to leadership effectiveness. No significant relationships were found between leadership behaviors and demographic characteristics of the institution (e.g. size, public or private). Differences in leadership styles among the three groups of leaders may be attributed to differences in organizational culture and raises additional research questions on transformational leadership and measures of effectiveness in the university culture. The findings suggest the need for education and training in transformational leadership during this era of rapid change in occupational therapy practice and education.
Advisors/Committee Members: Newsom, Ronald W., Johnson, J. Lynn, Eddy, JohnP..

Reiss, R. G. (2000). A Comparison of the Leadership Styles Of Occupational Therapy Education Program Directors and Clinic Administrators. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5834/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reiss, Rhona G. “A Comparison of the Leadership Styles Of Occupational Therapy Education Program Directors and Clinic Administrators.” 2000. Thesis, University of North Texas. Accessed March 21, 2019.
https://digital.library.unt.edu/ark:/67531/metadc5834/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Reiss RG. A Comparison of the Leadership Styles Of Occupational Therapy Education Program Directors and Clinic Administrators. [Internet] [Thesis]. University of North Texas; 2000. [cited 2019 Mar 21].
Available from: https://digital.library.unt.edu/ark:/67531/metadc5834/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reiss RG. A Comparison of the Leadership Styles Of Occupational Therapy Education Program Directors and Clinic Administrators. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc5834/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► The problem concerned the financial indicators used to evaluate the financial condition of the six sister higher education institutions under the authority of the Board…
(more)

▼ The problem concerned the financial indicators used to evaluate the financial condition of the six sister higher education institutions under the authority of the Board of Regents of Oklahoma Colleges. The purposes were to determine the financial ratios that best indicate financial condition; to calculate those financial ratios for the six designated Oklahoma higher education institutions; and to evaluate and compare the financial condition of the six institutions. This study attempted to further the use of financial ratio analysis as an objective addition to subjective studies that examine an institution's definition of its mission, objectives, and goals and its own assessment of the degree to which its resources allow it to attain those goals. The data were obtained from the Integrated Postsecondary Education Data System; the financial reports were audited by independent certified public accountants and presented to the Board of Regents of Oklahoma Colleges; and John Minter Associates, Inc., provided the national norms. The set of financial ratios identified provides a means to study a single higher education institution through trend analysis and in comparison to national norms. It also works well with a sample of homogeneous institutions with interinstitutional comparison. The techniques are intended to provide a general profile of an institutions financial health. Cause-and-effect ratio analysis has been proposed as another technique to aid administrators in determining changes in their financial statements and what may have caused them. The study identified a set of financial ratios that summarize the financial condition of a higher education institution. The ratios helped to analyze the financial solvency and viability of the six Oklahoma higher education institutions and focused on the ability of the institutions to meet current and future financial requirements. The importance of financial statement analysis should not be underestimated. The understandable format of financial ratios allows virtually any stakeholder to acquire a basic comprehension of the most critical financial policies of institutions and their financial condition.
Advisors/Committee Members: Eddy, JohnP., Chandy, P. R., McDonald, James L., Miller, William A..

► The purpose of this study was to determine the level of burnout among student affairs professionals at the 52 U.S. member institutions of the Coalition…
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▼ The purpose of this study was to determine the level of burnout among student affairs professionals at the 52 U.S. member institutions of the Coalition of Urban and Metropolitan Universities. Packets containing the Maslach Burnout Inventory (MBI), the Moos Work Environment Scale (WES), and a demographic survey were mailed to 371 senior student affairs administrators at the member institutions, with a completed response rate of 58.22%. The senior student affairs administrators surveyed included the chief student affairs officers and the professional staff who reported to them. The research design employed t-tests, analyses of variance, and Pearson's Product Moment correlations. The scores obtained from the MBI and WES subscales were compared overall and along 9 independent variablestitle of position, size of institution, appointment, salary, years in current position, years in profession, age, gender, and highest degree attained. Average levels of burnout were found on each of the MBI subscores. Contrary to earlier studies, women did not suffer from statistically significant higher levels of burnout than men, and burnout levels decreased with age and years in the profession for both sexes. Lower scores on the MBI depersonalization subscale were found in employees in mid-career and in professionals from smaller schools. Emotional exhaustion was not a factor. Environmental factors relating to burnout and job satisfaction were also explored. Statistically significant differences on the WES were found on all of the independent variables except the years in the current position variable. The metropolitan environment may have been effective in reducing the amount of burnout felt by this group of student affairs professionals. The study underscored the need for continuing research in burnout for student affairs professionals and for continued professional development throughout the career span.
Advisors/Committee Members: Baier, John L., Kern, Carolyn, Eddy, JohnP., Newsom, Ronald W..

▼ The purposes for this study were: (a) to establish benchmark metrics for selected variables related to characteristics of physical therapy education programs; and (b) to determine how well a subset of the variables predicted group membership based on first-time pass rates (FTPRs) on the National Physical Therapy Examination (NPTE). The population was defined as all physical therapy programs in the United States and Puerto Rico accredited by the Commission on Accreditation in Physical Therapy Education. Questionnaires soliciting data related to the variables were mailed to the entire population (N = 177). Fifty-eight (32.8%) of the programs returned the questionnaire, with 51 (29%) having provided enough information for inclusion in the study. Characteristics of the sample were compared to known population characteristics in order to determine the extent to which the sample represented the population. Pearson product-moment correlation resulted in a coefficient of .993, indicating that the two groups were similar. Descriptive statistics were calculated. Values for the variables were tabulated in various ways, based on the nature of sponsoring institution, regional location, degree offered, and grouping based on FTPRs, in order to facilitate comparisons. A single institution was selected and comparisons made to demonstrate the utilization of benchmark metrics. Chi-squared tests were conducted to study the relationship between curriculum model, degree offered, and grouping. The resulting values of c 2 indicated that these variables were independent of each other. Classification accuracy was determined through discriminant analysis. Results indicated 80% accuracy for this sample; however, the accuracy was only 47% on cross-validation. Structure coefficients were calculated to determine the relative contribution of each variable to the prediction. The findings demonstrate the usefulness of benchmark metrics for facilitating quality improvement in physical therapy education programs. There is, however, need for improvement in the process, and further research should be conducted to develop a realistic model for predicting group membership based on FTPRs.
Advisors/Committee Members: Altekruse, Michael K., Eddy, JohnP., Schumacker, Randall E., Newsom, Ronald W., Dixon, Paul.

Palmer, P. B. (2001). Quality improvement in physical therapy education: What contributes to high first-time pass rates on the National Physical Therapy Examination?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5511/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Palmer, Phillip B. “Quality improvement in physical therapy education: What contributes to high first-time pass rates on the National Physical Therapy Examination?.” 2001. Thesis, University of North Texas. Accessed March 21, 2019.
https://digital.library.unt.edu/ark:/67531/metadc5511/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Palmer PB. Quality improvement in physical therapy education: What contributes to high first-time pass rates on the National Physical Therapy Examination?. [Internet] [Thesis]. University of North Texas; 2001. [cited 2019 Mar 21].
Available from: https://digital.library.unt.edu/ark:/67531/metadc5511/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Palmer PB. Quality improvement in physical therapy education: What contributes to high first-time pass rates on the National Physical Therapy Examination?. [Thesis]. University of North Texas; 2001. Available from: https://digital.library.unt.edu/ark:/67531/metadc5511/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► The problem was to define the present status of the Social Research Studies and Information Center libraries in Saudi Arabia and to suggest ways in…
(more)

▼ The problem was to define the present status of the Social Research Studies and Information Center libraries in Saudi Arabia and to suggest ways in which they could be improved. The purposes of the study were two-fold: (1) to analyze and evaluate the current status of these libraries and to develop and improve the role and functions of these libraries; and (2) to consider the possibility of cooperation between these libraries.
Advisors/Committee Members: Totten, Herman L., Eddy, JohnP., Cleveland, Ana D., 1943-, Martin, Barbara Stein, 1947-.

Kahtani, A. S. M. (. S. M. (1990). Plans for Establishing and Developing the Social Research Studies and Information Center Libraries in Saudi Arabia. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278822/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kahtani, Abdullah S Mossa (Abdullah Salem Mossa). “Plans for Establishing and Developing the Social Research Studies and Information Center Libraries in Saudi Arabia.” 1990. Thesis, University of North Texas. Accessed March 21, 2019.
https://digital.library.unt.edu/ark:/67531/metadc278822/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Kahtani ASM(SM. Plans for Establishing and Developing the Social Research Studies and Information Center Libraries in Saudi Arabia. [Internet] [Thesis]. University of North Texas; 1990. [cited 2019 Mar 21].
Available from: https://digital.library.unt.edu/ark:/67531/metadc278822/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kahtani ASM(SM. Plans for Establishing and Developing the Social Research Studies and Information Center Libraries in Saudi Arabia. [Thesis]. University of North Texas; 1990. Available from: https://digital.library.unt.edu/ark:/67531/metadc278822/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

10.
Tameem, Jamal Abbas.
User Satisfaction in a Government Library : A Case Study of the Ministry of Foreign Affairs in Saudi Arabia.

► The problem of this study was the lack of knowledge about user satisfaction with the library services which are provided at the library of the…
(more)

▼ The problem of this study was the lack of knowledge about user satisfaction with the library services which are provided at the library of the Ministry of Foreign Affairs (MFA) in Saudi Arabia. The purposes of the study were twofold: (1) to measure, evaluate, and analyze user satisfaction with the library services provided at the MFA Library for the employees; and (2) to develop a model for evaluation of user satisfaction of library services in government libraries in Saudi Arabia.
Advisors/Committee Members: Cleveland, Ana D., 1943-, Corbin, John Boyd, Eddy, JohnP., Totten, Herman L., Cleveland, Donald B., 1935-.

Tameem, J. A. (1991). User Satisfaction in a Government Library : A Case Study of the Ministry of Foreign Affairs in Saudi Arabia. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278526/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tameem, Jamal Abbas. “User Satisfaction in a Government Library : A Case Study of the Ministry of Foreign Affairs in Saudi Arabia.” 1991. Thesis, University of North Texas. Accessed March 21, 2019.
https://digital.library.unt.edu/ark:/67531/metadc278526/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Tameem JA. User Satisfaction in a Government Library : A Case Study of the Ministry of Foreign Affairs in Saudi Arabia. [Internet] [Thesis]. University of North Texas; 1991. [cited 2019 Mar 21].
Available from: https://digital.library.unt.edu/ark:/67531/metadc278526/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tameem JA. User Satisfaction in a Government Library : A Case Study of the Ministry of Foreign Affairs in Saudi Arabia. [Thesis]. University of North Texas; 1991. Available from: https://digital.library.unt.edu/ark:/67531/metadc278526/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation